Module Five Process Analysis

1. Module FiveProcess Analysis

2. Module Status • Next module • Continue to review information on effective writing • Build on skills for writing vividly and descriptively • Develop additional skills by using process analysis

3. Next Module Process Analysis Instructions Process Description

4. Terms • Instructions • Step-by-step organization • Usually in chronological order • Often written from a "command" point of view to direct reader to perform a task • Process description • Explanation of process • Logical order • Explain how something is done without actually commanding reader to complete each step

5. Point of View • Instructions usually written in the second person • “You" or "you understood" • Process descriptions usually written from third person • “People," "they," "them," "their," "person," "he," "she," "one," "it."

6. Process Analysis • Tells how to do something or how something functions • Give directions and explain behaviors • Organized according to time or logic • Chronological order • Often proceeds step by step • Example: How to register for class at Sandhills • Logical order • Need to arrange points in a logical order • Step-by-step approach by might not work • Examples: • How to maintain your weight and eat healthy • How to live within your budget

7. Process Analysis • For both kinds of process writing, need analysis • Analyze material before beginning to create draft • Include background information, steps, and pitfalls (important decision made by author on what is needed and what to include)

8. Planning Body Paragraphs • List steps or stages of process as you think of them • Space items on a list widely apart, so you can add points you might forget the first time through • Keep events in order • Read through steps when complete and visualize process to pinpoint anything forgotten • Avoid using the technique known as flashback, a device that presents material that occurred earlier in an chronological sequence

9. Guidelines • Terms: Define terms unfamiliar to most readers or common word used in an unfamiliar way • Explicit: Writing has to stand alone. • Gestures can’t be used to show additional information (such as size, space, dimensions) • Use precise language • Reasons: Readers can understand process better if reasons for taking certain steps are provided

10. Guidelines • Warnings with “don’ts” • Warn readers if common or uncommon (but disastrous) mistake could occur • Example: Don’t remove component parts until you have turned off all power. • Pitfalls: Let readers know if things can go wrong despite directions given • Example: Baking a cake and temperature rises too quickly or over desired temperature, the cake could fall.

11. Guidelines • In reviewing body paragraphs, ask yourself several questions • How are transitions made between paragraphs? Are there transitional words or phrases within paragraphs? • Could you follow this process? Are steps clear? Are there questions a reader would want to ask the author?

12. Opening Paragraph • Identify: Readers should know what process you are going to describe • Thesis statement • Establish credibility: Why are you credible and able to write the paper? • Motivate: Mention advantages of knowing how to perform this process • List: List any materials involved (particularly for a how-to paper), so all necessary items are named in one place

13. Closing Paragraph • Often hard to prepare in process writing • Consider one of these strategies • List advantages of knowing the process • But don’t repeat the introduction • Speculate on the results of completing process • Mention related or complementary processes reader might be interested in • If reader could use same technique for similar process • Give reader a few words of encouragement • Maintain your credibility

14. Questions to Consider • Why is process important? • Who or what does the process affect? • How many steps are involved? • Why is each step important? • What difficulties are involved in each step? How can they be overcome? • Are there different ways of doing the process? If so, what are they? • How long does the process take? Is the outcome always the same?

15. Questions to Consider • Does process have definitions that need to be clarified? • What skills/equipment are needed? • Do any cautions need to be given? • Does reader need to understand what should not be done or why something should be done? • Are other processes similar and could help illustrate the process that you are writing about?

16. Review Checklist • What do you find out about the topic in the introduction? Can you identify the process or the purpose of the essay? • Do readers have enough background information to understand the process? Is there too much? • Are materials or equipment needed listed at the beginning and is everything necessary included? • Are steps given in chronological order? Are any steps missing? Are reasons given for doing a step (if they would be helpful)?

17. Review Checklist • Where is the thesis statement given? Is it stated or implied? • Could you follow this process? • How are transitions made between paragraphs? Are there transitional words or phrases within paragraphs? • Are unfamiliar terms defined?

18. Review Checklist • Are any “don’ts” or pitfalls involved in this process that should be mentioned? • Does the conclusion use a strategy? Is it effective? • Does ending give readers a sense of closure?

19. Assignment: Overview • Write essay on one of the following topics (avoid overlap with previous essay topics) • Option 1: Write instructions to perform a task (but do not write a recipe for this assignment) — make sure instructions that you write about are something that you know how to do • Option 2: Write a process description essay that explains how something works

20. Apostrophe • Unlike other punctuation marks that separate words • Is part of a word to indicate • Possession • Omission of one or more letters • Grammar, style, or spell checkers are not always helpful

21. Apostrophe • Uses • Form possessives of nouns and indefinite pronouns • The student’s book is here. • Everyone’s test has been graded. • Form contractions • “They’re” for “they are” • “It’s” for “it is” • “Don’t” for “do not”

22. Apostrophe • Distinguish between plural and possessive • Misuses • Do not use apostrophe to form plurals of nouns • Wrong: The book’s are on the shelf. • Right: The books are on the shelf.

23. Apostrophe • Misuses • Do not use apostrophe to form possessive of personal pronoun • Wrong: It’s roof has a missing shingle. • Right: Its roof has a missing shingle. • Do not use apostrophe plus –s to form possessive of plural noun ending in –s (use apostrophe alone after the -s that forms the plural) • Wrong: The boy’s fathers are at work. • Right: The boys’ fathers are at work.

24. Apostrophe • Be modern — don’t use apostrophe to mark plural dates or abbreviations • Examples 1990s 1940s MDs PhDs Few PhDs were awarded in the 1940s.

25. Numbers • Spell out numbers of one or two words • This class has twenty students. • The cafeteria serves eighty lunches a day. • Use numerals if more than two words needed to spell out numbers • Moore County has 75,600 residents. • The phone book has 455 pages.

26. Numbers • Use all numbers or all words when several numbers appear together • The textbook has 958 pages, and every page is appreciated by all 15 students. • Use combination of numerals and words for round numbers over a million • My checking account has 10 million dollars in it.

27. Numbers • Use a comma to separate numerals in long numbers • 12,345 • 12,345,678 • Spell out numbers that begin sentences • Awkward: 8.7 million people live in our state. • Better: Our state has a population of 8.7 million.

28. Numbers • Use standard convention in dates, addresses, and other information (even if can spell out with one or two words) • Addresses • 4 Azalea Circle • Pinehurst, NC 28374 • Dates • June 28, 2004 • 1999 • Exact amounts of money • $4.50

29. Pronouns • Terms • Pronoun: Word used in place of a noun (eight types of pronouns) • Personal: I, you, we, he, she, it, they • Indefinite: Everybody • Others (relative, interrogative, intensive, reflexive, demonstrative, and reciprocal) • Antecedent: Noun that the pronoun substitutes for

30. Clear Reference • Be clear in link of pronoun to its antecedent • Problem: Jim told Seth that he was not invited. • How to be clear? • Agree in person, number, and gender • Refer to single, close, and specific antecedent • Grammar and style checks do not recognize unclear reference

31. Clear Reference • Make pronoun refer clearly to single antecedent • Place pronoun close to its antecedent • Make pronoun refer to specific antecedent (not implied) • Use pronoun “it” only one way in a sentence • Use “who,” “which,” and “that” for appropriate antecedents

32. Clear Reference • Make pronoun refer clearly to one antecedent • Usual problems • More than one possible antecedent • Joe is often compared to his brother Jacob, but he is quite different. • Antecedent too far away • Students should consult with advisers who want to register for next semester. • Antecedent only implied • Many students study on their own, but this should include group study.

33. Incorrect Examples • There is a difference between drummers of today and drummers of the last century; they have bad rhythm. • Music fans still admire Eminem, Madonna, and Britney Spears, even though they are not perfect.

34. Clear Reference • Use pronoun “it” only one way in a sentence • It is raining. • It is true that that too much rain is irritating to Mario. • Too much rain is irritating to Tiffani, but she appreciates the benefits that it provides. • Two uses in same sentence are confusing • It is true that the car is new, but it has been driven many miles.

35. Appropriate Reference • Use “who,” “which,” and “that” for appropriate antecedents • “Who” refers to persons • “Which” refers to animals and objects • “That” refers to animals and objects

36. Appropriate Reference • Use “who,” “which,” and “that” for appropriate antecedents • “Who” refers to persons • A student who studies each day scores high on quizzes. • “Which” refers to animals and items (in nonessential clause) • Moore County, which is in the Sandhills, has a nice climate. • “That” refers to animals and items (in essential clause) • The horse that bit Chris needs more discipline.

37. Appropriate Reference • Misuse of “who,” “which,” and “that” as antecedents • A student that studies each day scores high on quizzes. • “Who” refers to persons • Moore County, that is in the Sandhills, has a nice climate. • “Which” refers to animals and items (in nonessential clause) • The horse who bit Chris needs more discipline. • “That” refers to animals and items (in essential clause)

38. Misplaced Modifier • Modifier: word or group of words that limits or qualifies meaning of another word or word group • Types • Adjective • Adverb • Word, phrase, or clause that acts as adjective or adverb

39. Misplaced Modifier • What is the problem? • Meaning of sentence not clear • Reader cannot relate modifier to what it modifies • Why? • Too far from term it modifies • Too close to another term it could modify

40. Misplaced Modifier • Example • Jordan played with firecrackers that he bought illegally in the field. • Jordan played in the field with firecrackers that he bought illegally. • Result • Awkward • Confusing • Sometimes unintentionally funny

41. How to Fix • Be careful • Place phrase so it clearly modifies intended word — not something else • Usually link modifying word or phrase to nearest word it can modify • Example • Carter served pizza to the students on paper plates.

42. How to Fix • Be careful • Place phrase so it clearly modifies intended word — not something else • Usually link modifying word or phrase to nearest word it can modify • Example • Carter served pizza to the students on paper plates. • Revised • Carter served pizza on paper plates to the students. • Carter served the students pizza on paper plates.

43. How to Fix • Usually link modifying word or phrase to nearest word it can modify • Example • Many dogs are killed by automobiles and trucks roaming unleashed. • Revised • Many dogs roaming unleashed are killed by automobiles and trucks.

44. Limiting Modifiers • Modify expressions that immediately follow them • Examples • Almost • Even • Exactly • Just • Nearly • Only • Simply

45. Limiting Modifiers • Place limiting modifiers carefully • Unclear • Kenán only scored a field goal in the final quarter of the game. • Revised • Kenán scored only a field goal in the final quarter of the game. • Kenán scored a field goal in only the final quarter of the game.

46. Proper Placement of “Only” • Modify expressions that immediately follow them • Only John hit Joe in the nose. • John only hit Joe in the nose. • John hit only Joe in the nose. • John hit Joe only in the nose.

47. Placement • Adverbs • Location usually flexible as long as sentence not awkward • Awkward: You take sometimes a test in this class. • Adjectives • Specific order before a noun • Awkward: Cotton red many shirts are in my closet.

48. Adverbs • Adverbs of frequency • Adverbs of degree • Adverbs of manner • Adverb “not”

49. Adverb Placement • Adverbs of frequency • Examples: always, never, often, sometimes, usually • Location • At beginning of sentence • Before one-word verb • After helping verb in verb phrase • Always after verb form “be”

50. Adverb Placement • Adverbs of frequency • At beginning of sentence • Sometimes you take a test in this class. • Before one-word verb • You sometimes take a test in this class. • Awkward • You take sometimes a test in this class.